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Research on calculus: what do we know and where do we need to go?

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Abstract

In this introductory paper we take partial stock of the current state of field on calculus research, exemplifying both the promise of research advances as well as the limitations. We identify four trends in the calculus research literature, starting with identifying misconceptions to investigations of the processes by which students learn particular concepts, evolving into classroom studies, and, more recently research on teacher knowledge, beliefs, and practices. These trends are related to a model for the cycle of research and development aimed at improving learning and teaching. We then make use of these four trends and the model for the cycle of research and development to highlight the contributions of the papers in this issue. We conclude with some reflections on the gaps in literature and what new areas of calculus research are needed.

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Authors and Affiliations

  1. San Diego State University, San Diego, USA

    Chris Rasmussen

  2. Portland State University, Portland, USA

    Karen Marrongelle

  3. São Paulo State University, Bela Vista, Rio Claro, SP, Brazil

    Marcelo C. Borba

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  1. Chris Rasmussen
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  2. Karen Marrongelle
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  3. Marcelo C. Borba
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Correspondence to Chris Rasmussen.

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Rasmussen, C., Marrongelle, K. & Borba, M.C. Research on calculus: what do we know and where do we need to go?. ZDM Mathematics Education 46, 507–515 (2014). https://doi.org/10.1007/s11858-014-0615-x

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